On Language Learning Strategies And Learner Autonomy

With the development of humanistic psychology, cognitive psychology and sociolinguistics, learner autonomy, learning strategies and strategy instruction have attracted much attention in second language teaching and researching. On the basis of theories and research of learner autonomy and learning strategies, the present study aims to prove the effect of strategy instruction on the promotion of learners' autonomy and it also proposes the mode of strategy instruction for the improvement of learner autonomy. Two classes of 96 non-English-major freshmen in Gannan Normal University, Jiangxi Province, have participated in the present study, with one being an experimental group, and the other, a control group. A 14-week strategy instruction is given to the experimental group as a means to raise the autonomous learning ability. The following findings are generated from the present study: 1) Learning strategies are significantly correlated with learner autonomy; 2) strategy instruction has significant effects on students' autonomous learning abilities; 3) strategy instruction has great impact on improving students' use of strategy, but with relatively limited influence on social/affective strategies. From the above findings, the author believes that strategy instruction should be integrated with classroom teaching to foster learner autonomy in second language teaching.